Abstract:

The study of the French language among students at University Kuala Lumpur Malaysia France Institute (UniKL MFI) focuses on strategic learning and motivation among the Preparatory Program (Pre-France Program) students who are going to further their bachelors program in France after completing a 20 month foundation program at UniKL MFI. It has always been generally agreeable that learning the French language in a non-native country has resulted in a lot of limitations in learners’ spoken and written communication skills, as supported by the Vygotsky’s sociocultural theory. By identifying effective learning strategies, it is believed that students are able to master the French language even if they are learning the language in a non-native environment. It is understood that there are a lot of challenges if learners of a foreign language are placed in an environment where there are no native speakers of the language present and when there are limited learning resources and references. Therefore, it is believed that there is a strong need for the encouragement of students’ interest and motivation which is seen as imperative in order to master a foreign language. The main objective of this study is to identify French language learning strategies in UniKL MFI students and to explain students’ attitude and motivation towards the learning of the French language in a non-native environment. The research methodologies of the study are through library research, field studies and a survey through questionnaires. The research survey tool consists of a set of questionnaires which is divided into two sections, based on the Version for speakers of other languages learning French Version 7.0 (ESL/EFL) ©R.L.Oxford, 1989 which is translated into the Malay language. The results and findings of the study are presented descriptively. The limitation factor of not being immersed in the environment of the target language requires students to have a high level of motivation in order for them to explore learning strategies that they could use. The research finding shows that the environmental factor (i.e. that the students are not placed in the community of the target language) is not a problem in mastering a foreign language. Hence, the findings contradict with the Vygotsky’s sociocultural theory. This study is important to teachers and educators of foreign languages in order to see the extent of the effectiveness of the learning strategies that are used by the Pre-France students in mastering the French language although they are not in the environment of the target language itself. Teachers can also identify the importance of strategic learning and students’ motivation towards their tendency to learn the French language and thus making learning the language more effective. Key Word: Strategy, Learning, Motivation and French Language.

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